This document discusses different ways that knowledge can be represented in the mind, including mentally as images, words, and abstract propositions. Pictures are better for representing concrete concepts that have spatial properties, while words are better for abstract concepts. Knowledge representations can also take the form of declarative facts or procedural memories of how to perform actions. The document also examines theories of how visual mental imagery functions in a way analogous to visual perception, including being subject to scanning and distance effects.
This document discusses theories of knowledge representation in the mind. It describes how knowledge can be represented through mental images, words, or abstract propositions. The dual-coding theory proposes that knowledge uses both visual/pictorial and linguistic/verbal representations. Propositional theory suggests knowledge is represented through abstract propositions rather than images or words. The document also discusses mental imagery and ambiguous figures, which can challenge propositional representations and be open to multiple interpretations through reference frame manipulation.
This document discusses various research designs and methods used in psychological research. It describes how psychological research questions are developed and how theories and hypotheses guide research. Observational, experimental, correlational, longitudinal and other research designs are explained along with their strengths and limitations. Key considerations for psychological research like validity, reliability, ethics and statistical analysis are also covered.
The organization of knowledge in mind - Chapter8, Cognitive Psychology, Stern...Micah Lapuz
This document discusses models of how knowledge is organized in the mind. It covers three main topics: 1) organization of declarative knowledge including concepts, categories and schemas, 2) representations of procedural knowledge and how it is acquired, and 3) integrative models that represent both declarative and procedural knowledge such as ACT-R and connectionist models.
This document discusses different theories and frameworks for mental representation. It begins by outlining philosophical, psychological, and computational approaches. Under the psychological approach, it describes dual-coding theory, which proposes verbal and visual representations, and different types of knowledge. The computational approach discusses ACT-R, which combines declarative and procedural representations. It also summarizes Marr's model of visual processing and representation, including the primal sketch, 2.5D sketches, and 3D model. Case studies on patient L.H. and spatial cognition are provided. Overall, the document analyzes how knowledge can be represented mentally in images, words, propositions, and other formats.
1) Alfred Adler developed Individual Psychology, which views people as motivated by social influences and a striving for superiority rather than by sex and aggression as Freud believed.
2) Adler saw personality as shaped more by the future than the past and people as usually aware of their behavior and reasons for it rather than driven by unconscious forces.
3) Individual Psychology presents an optimistic view of human nature and potential.
This document summarizes the key aspects of Julian Rotter's social learning theory of personality. The theory posits that personality arises from an interaction between individuals and their environment. It identifies four main components that influence behavior: behavior potential, expectancy, reinforcement value, and a predictive formula combining these factors. Behavior potential refers to the likelihood of engaging in a behavior, shaped by both the expectancy that the behavior will lead to an outcome and the desirability or value of that reinforcement. Together these components provide a framework for understanding personality and predicting behavioral tendencies.
The document discusses several key aspects of long-term memory including its large but limited capacity, the different mechanisms of encoding and retaining information, and how forgetting and retrieval of memories occurs. It covers seminal studies that explored how memories are encoded semantically or visually and can be retrieved based on environmental or mood context cues. Theories of memory discussed include levels of processing and elaboration likelihood model.
This document discusses theories of knowledge representation in the mind. It describes how knowledge can be represented through mental images, words, or abstract propositions. The dual-coding theory proposes that knowledge uses both visual/pictorial and linguistic/verbal representations. Propositional theory suggests knowledge is represented through abstract propositions rather than images or words. The document also discusses mental imagery and ambiguous figures, which can challenge propositional representations and be open to multiple interpretations through reference frame manipulation.
This document discusses various research designs and methods used in psychological research. It describes how psychological research questions are developed and how theories and hypotheses guide research. Observational, experimental, correlational, longitudinal and other research designs are explained along with their strengths and limitations. Key considerations for psychological research like validity, reliability, ethics and statistical analysis are also covered.
The organization of knowledge in mind - Chapter8, Cognitive Psychology, Stern...Micah Lapuz
This document discusses models of how knowledge is organized in the mind. It covers three main topics: 1) organization of declarative knowledge including concepts, categories and schemas, 2) representations of procedural knowledge and how it is acquired, and 3) integrative models that represent both declarative and procedural knowledge such as ACT-R and connectionist models.
This document discusses different theories and frameworks for mental representation. It begins by outlining philosophical, psychological, and computational approaches. Under the psychological approach, it describes dual-coding theory, which proposes verbal and visual representations, and different types of knowledge. The computational approach discusses ACT-R, which combines declarative and procedural representations. It also summarizes Marr's model of visual processing and representation, including the primal sketch, 2.5D sketches, and 3D model. Case studies on patient L.H. and spatial cognition are provided. Overall, the document analyzes how knowledge can be represented mentally in images, words, propositions, and other formats.
1) Alfred Adler developed Individual Psychology, which views people as motivated by social influences and a striving for superiority rather than by sex and aggression as Freud believed.
2) Adler saw personality as shaped more by the future than the past and people as usually aware of their behavior and reasons for it rather than driven by unconscious forces.
3) Individual Psychology presents an optimistic view of human nature and potential.
This document summarizes the key aspects of Julian Rotter's social learning theory of personality. The theory posits that personality arises from an interaction between individuals and their environment. It identifies four main components that influence behavior: behavior potential, expectancy, reinforcement value, and a predictive formula combining these factors. Behavior potential refers to the likelihood of engaging in a behavior, shaped by both the expectancy that the behavior will lead to an outcome and the desirability or value of that reinforcement. Together these components provide a framework for understanding personality and predicting behavioral tendencies.
The document discusses several key aspects of long-term memory including its large but limited capacity, the different mechanisms of encoding and retaining information, and how forgetting and retrieval of memories occurs. It covers seminal studies that explored how memories are encoded semantically or visually and can be retrieved based on environmental or mood context cues. Theories of memory discussed include levels of processing and elaboration likelihood model.
This document discusses the nature and theories of intelligence. It defines intelligence as one's ability to comprehend their environment and think rationally. Theories discussed include identifying different types of intelligence like verbal, mathematical, spatial abilities. Intelligence is thought to be a combination of inherited ability (nature) and environmental influences (nurture). Intelligence tests aim to measure intelligence through standardized tests, but they may reflect cultural biases and only demonstrate performance, not true competence. Intelligence tests are commonly used in educational and employment screening.
The document discusses several key topics related to intelligence and intelligence assessment:
1. It explores various definitions of intelligence and the history of intelligence testing from Galton to modern IQ tests.
2. It examines theories of intelligence such as Spearman's theory of general intelligence (g) and Gardner's theory of multiple intelligences.
3. It discusses issues and controversies surrounding intelligence testing including the influence of environment and genetics, as well as differences in average IQ scores between racial groups.
Cognitive psychology is the study of how people think. This chapter outlines the history of cognitive psychology from its philosophical roots in Plato and Aristotle through approaches like structuralism, functionalism, behaviorism, and Gestalt psychology. It describes the emergence of cognitive psychology due to challenges to behaviorism from researchers like Chomsky and Turing. The chapter then discusses common research methods in cognitive psychology like experiments, neuroimaging, self-reports, and computer modeling before concluding with key themes such as the interaction of cognitive processes and the need for diverse research methods.
Scenario
History of Cognitive Psychology
Sensation for Covid-19
Bottom-Up or Top-Down Processing?
Attention Theories
Moral Dilemma Question
Three Theories of Imagery
Which one is not me?
Name 3 things you can hear, then 2 things you can see, and 1 sensation that you feel
Three Types of Problems
Making comparisons: Online Learning vs Classroom Learning
Ideal Education: What would you suggest?
What / How do you reply (with logical reasoning) when people have misconception about psychology and your personal choice of taking this course?
Reasoning: How do we think?
The Science of How We Think
How does cognitive psychology relate our everyday?
What is your Cognitive Bias?
Questions for Guest Speaker - Cognitive Psychologist
Cognitive psychology is the study of mental processes such as attention, memory, perception, problem solving and thinking. It developed as a field in response to behaviorism, which could not adequately explain complex human behaviors and abilities like language use. Cognitive psychologists study topics like how people learn and remember information, perceive different shapes, and acquire language. Understanding cognition can help fields like education, medicine, AI and interface design. The human mind is complex and cognition involves acquiring, storing, retrieving and processing knowledge.
1) The document discusses various topics related to language processing and cognition, including speech perception, word and sentence comprehension, reading, and discourse.
2) Key aspects of language covered include its properties, basic components of words and sentences, understanding meaning and syntax, and lexical and comprehension processes in reading.
3) Theories of speech perception such as categorical perception and the motor theory are examined, as are models of reading such as the interactive-activation model of lexical access. Representing text through propositional structures and mental models is also addressed.
This document summarizes Gordon Allport's trait theory of personality. Allport was the first psychologist to thoroughly study traits and personality. He developed his own trait theory which viewed traits as stable characteristics that influence behavior. Allport believed that individuals have unique personalities made up of different combinations of traits. He used both idiographic and nomothetic approaches to understand individuals and groups. Allport's trait theory emphasized the individual nature and evolution of personality traits over time.
Karen Horney was a German psychoanalyst who developed theories about how social and cultural conditions, especially childhood experiences, shape personality. She believed that people whose needs for love and affection are not satisfied in childhood develop basic anxiety and hostility towards their parents. Horney identified three neurotic strategies people use to cope: moving towards people, moving against people, and moving away from people. She argued that normal individuals flexibly use all three strategies, while neurotics rigidly adhere to just one.
This document discusses definitions and theories of personality from various psychologists. It also outlines common methods used to assess personality, such as objective tests, behavioral observations, and projective techniques like word association, sentence completion, and inkblot tests. Factors that influence personality development include genes, culture, learning, and unconscious mechanisms. The document also examines erroneous assessment methods like physiognomy and describes several traits that characterize Filipino personality like smooth interpersonal relations and hiya.
Carl Jung broke from Freud to establish his own theory of analytical psychology. Jung believed that in addition to repressed experiences, we are also influenced by a collective unconscious containing archetypes inherited from our ancestors. The psyche has conscious, personal unconscious, and collective unconscious levels. The collective unconscious contains archetypes like persona and self that influence our behavior. Jung's theory views people as having both opposing traits like introverted and extroverted, and the goal is achieving self-realization through balancing these opposing forces.
This document summarizes different theories of how knowledge is organized in memory. It discusses declarative versus procedural knowledge, with declarative being "knowing that" facts and procedural being "knowing how" to perform skills. Concepts, categories, networks and schemas are reviewed as ways to organize declarative knowledge. Prototype and exemplar theories are described as alternatives to defining categories solely based on necessary features. The ACT-R model integrates propositional networks to represent declarative knowledge and production systems for procedural knowledge.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
Henry Murray was an American psychologist born in 1893 who made significant contributions to personality theory and assessment. He published the Thematic Apperception Test (TAT) in 1938, a projective test using picture prompts that evaluates personality traits. Murray established the concept of "personology," the scientific study of individual personalities and differences. He formulated five principles of personology focusing on the biological roots of personality, tension reduction, developmental influences, adaptability over time, and the uniqueness of each individual. Murray divided personality into three parts - the id, superego, and ego - and identified 20 basic needs that motivate human behavior, such as achievement, power, and affiliation. His research approached personality as organized by innate motives and needs interacting
Carl Jung believed that the psyche is made up of three levels: the conscious, personal unconscious, and collective unconscious. The conscious plays a minor role, while the personal unconscious contains repressed memories and the collective unconscious is inherited from ancestors. Jung proposed that archetypes like the persona, shadow, anima/animus exist in the collective unconscious and can be revealed through dreams, fantasies, and active imagination. He described personality types based on the attitudes of extraversion/introversion and the functions of thinking/feeling and sensing/intuiting. Jung believed individuals progress through life stages towards self-realization by integrating opposites within themselves.
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
This document discusses assumptions and considerations for psychological testing. It covers the following key points:
1. There is an assumption that psychological traits and states exist and can be measured. Traits are enduring ways people vary, while states are less enduring.
2. Tests aim to predict non-test behavior, but have strengths and weaknesses. Competent examiners understand a test's limitations and appropriateness.
3. Norms provide a reference for interpreting individual scores by comparing performance to a sample group. Good tests are reliable, valid, and have practical administration procedures that benefit society.
The document discusses various models of how knowledge is represented and organized in semantic memory. It describes semantic network models including feature comparison models, Collins and Quillian's network model of a hierarchical semantic structure, and spreading activation theory. It also discusses propositional models such as HAM and ACT-R that represent knowledge as propositions connected in a network.
B.F. Skinner was an American psychologist who pioneered the concept of operant conditioning. He received his bachelor's and master's degrees from Harvard University and his PhD in 1931. Skinner studied how behaviors are strengthened or weakened based on consequences. He found that behaviors followed by positive reinforcement increase in frequency, while behaviors followed by negative reinforcement or punishment decrease. Skinner's theory of operant conditioning explained human behavior as regulated by its consequences and contributed to the development of behaviorism.
The biological perspective views behavior and mental processes as ultimately resulting from biological influences, particularly evolutionary processes and genetic factors. Historically, philosophers and scientists have explored the relationship between the physical body and mental processes. In the 18th-19th centuries, thinkers like Descartes, James, and Dunlap contributed to understanding the biological underpinnings of psychology. The biological perspective examines behavior through comparative studies, physiology, and inheritance. Major theories like dualism, materialism, heredity, and natural selection helped develop this perspective. Biological psychology analyzes behaviors in relation to genetics, the nervous system, neurotransmitters, and other biological factors.
This document provides an overview of key concepts in psychological statistics. It defines statistics as procedures for organizing, summarizing, and interpreting information using facts and figures. It discusses populations and samples, variables and data, parameters and statistics, descriptive and inferential statistics, sampling error, and experimental and nonexperimental methods. It also covers scales of measurement, frequency distributions, measures of central tendency and variability, and the importance of measurement in research.
This document provides an overview of key concepts in sensation and perception. It begins by defining sensation as the process by which sensory receptors receive stimulation from the environment and transmit that information to the brain. Perception is defined as the process of selecting, organizing, and interpreting sensory information to recognize meaningful objects and events. The document then discusses several principles of perception, including that perception is an active constructive process, not a passive recording of external stimuli. It presents examples of perceptual illusions and organization to illustrate this. Subsequent sections discuss theories of perception, the distinction between active and passive touch, and Gibson's theory of affordances. The document emphasizes that perception involves an engagement with the world through action and exploration, not just internal representations in the
This document provides an overview of key topics in perception, including selective attention, perceptual illusions, perceptual organization, depth perception, motion perception, perceptual constancy, perceptual interpretation, sensory deprivation and restored vision, perceptual adaptation, perceptual set, and the role of human factors in perception. It discusses experimental findings and defines important concepts such as inattentional blindness, change blindness, grouping principles, monocular and binocular depth cues, shape and size constancy, and schemas. Examples of perceptual illusions and demonstrations of perceptual effects are also described.
This document discusses the nature and theories of intelligence. It defines intelligence as one's ability to comprehend their environment and think rationally. Theories discussed include identifying different types of intelligence like verbal, mathematical, spatial abilities. Intelligence is thought to be a combination of inherited ability (nature) and environmental influences (nurture). Intelligence tests aim to measure intelligence through standardized tests, but they may reflect cultural biases and only demonstrate performance, not true competence. Intelligence tests are commonly used in educational and employment screening.
The document discusses several key topics related to intelligence and intelligence assessment:
1. It explores various definitions of intelligence and the history of intelligence testing from Galton to modern IQ tests.
2. It examines theories of intelligence such as Spearman's theory of general intelligence (g) and Gardner's theory of multiple intelligences.
3. It discusses issues and controversies surrounding intelligence testing including the influence of environment and genetics, as well as differences in average IQ scores between racial groups.
Cognitive psychology is the study of how people think. This chapter outlines the history of cognitive psychology from its philosophical roots in Plato and Aristotle through approaches like structuralism, functionalism, behaviorism, and Gestalt psychology. It describes the emergence of cognitive psychology due to challenges to behaviorism from researchers like Chomsky and Turing. The chapter then discusses common research methods in cognitive psychology like experiments, neuroimaging, self-reports, and computer modeling before concluding with key themes such as the interaction of cognitive processes and the need for diverse research methods.
Scenario
History of Cognitive Psychology
Sensation for Covid-19
Bottom-Up or Top-Down Processing?
Attention Theories
Moral Dilemma Question
Three Theories of Imagery
Which one is not me?
Name 3 things you can hear, then 2 things you can see, and 1 sensation that you feel
Three Types of Problems
Making comparisons: Online Learning vs Classroom Learning
Ideal Education: What would you suggest?
What / How do you reply (with logical reasoning) when people have misconception about psychology and your personal choice of taking this course?
Reasoning: How do we think?
The Science of How We Think
How does cognitive psychology relate our everyday?
What is your Cognitive Bias?
Questions for Guest Speaker - Cognitive Psychologist
Cognitive psychology is the study of mental processes such as attention, memory, perception, problem solving and thinking. It developed as a field in response to behaviorism, which could not adequately explain complex human behaviors and abilities like language use. Cognitive psychologists study topics like how people learn and remember information, perceive different shapes, and acquire language. Understanding cognition can help fields like education, medicine, AI and interface design. The human mind is complex and cognition involves acquiring, storing, retrieving and processing knowledge.
1) The document discusses various topics related to language processing and cognition, including speech perception, word and sentence comprehension, reading, and discourse.
2) Key aspects of language covered include its properties, basic components of words and sentences, understanding meaning and syntax, and lexical and comprehension processes in reading.
3) Theories of speech perception such as categorical perception and the motor theory are examined, as are models of reading such as the interactive-activation model of lexical access. Representing text through propositional structures and mental models is also addressed.
This document summarizes Gordon Allport's trait theory of personality. Allport was the first psychologist to thoroughly study traits and personality. He developed his own trait theory which viewed traits as stable characteristics that influence behavior. Allport believed that individuals have unique personalities made up of different combinations of traits. He used both idiographic and nomothetic approaches to understand individuals and groups. Allport's trait theory emphasized the individual nature and evolution of personality traits over time.
Karen Horney was a German psychoanalyst who developed theories about how social and cultural conditions, especially childhood experiences, shape personality. She believed that people whose needs for love and affection are not satisfied in childhood develop basic anxiety and hostility towards their parents. Horney identified three neurotic strategies people use to cope: moving towards people, moving against people, and moving away from people. She argued that normal individuals flexibly use all three strategies, while neurotics rigidly adhere to just one.
This document discusses definitions and theories of personality from various psychologists. It also outlines common methods used to assess personality, such as objective tests, behavioral observations, and projective techniques like word association, sentence completion, and inkblot tests. Factors that influence personality development include genes, culture, learning, and unconscious mechanisms. The document also examines erroneous assessment methods like physiognomy and describes several traits that characterize Filipino personality like smooth interpersonal relations and hiya.
Carl Jung broke from Freud to establish his own theory of analytical psychology. Jung believed that in addition to repressed experiences, we are also influenced by a collective unconscious containing archetypes inherited from our ancestors. The psyche has conscious, personal unconscious, and collective unconscious levels. The collective unconscious contains archetypes like persona and self that influence our behavior. Jung's theory views people as having both opposing traits like introverted and extroverted, and the goal is achieving self-realization through balancing these opposing forces.
This document summarizes different theories of how knowledge is organized in memory. It discusses declarative versus procedural knowledge, with declarative being "knowing that" facts and procedural being "knowing how" to perform skills. Concepts, categories, networks and schemas are reviewed as ways to organize declarative knowledge. Prototype and exemplar theories are described as alternatives to defining categories solely based on necessary features. The ACT-R model integrates propositional networks to represent declarative knowledge and production systems for procedural knowledge.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
Henry Murray was an American psychologist born in 1893 who made significant contributions to personality theory and assessment. He published the Thematic Apperception Test (TAT) in 1938, a projective test using picture prompts that evaluates personality traits. Murray established the concept of "personology," the scientific study of individual personalities and differences. He formulated five principles of personology focusing on the biological roots of personality, tension reduction, developmental influences, adaptability over time, and the uniqueness of each individual. Murray divided personality into three parts - the id, superego, and ego - and identified 20 basic needs that motivate human behavior, such as achievement, power, and affiliation. His research approached personality as organized by innate motives and needs interacting
Carl Jung believed that the psyche is made up of three levels: the conscious, personal unconscious, and collective unconscious. The conscious plays a minor role, while the personal unconscious contains repressed memories and the collective unconscious is inherited from ancestors. Jung proposed that archetypes like the persona, shadow, anima/animus exist in the collective unconscious and can be revealed through dreams, fantasies, and active imagination. He described personality types based on the attitudes of extraversion/introversion and the functions of thinking/feeling and sensing/intuiting. Jung believed individuals progress through life stages towards self-realization by integrating opposites within themselves.
Information processing theory views how people receive, mentally modify, remember, and process information over time. It has four main components: thinking, analyzing stimuli, modifying responses based on situations, and evaluating obstacles. Information is received through senses and stored in three parts of memory - sensory memory briefly stores sensory information, working memory actively processes and stores information for brief periods, and long-term memory permanently stores vast amounts of information through different types like episodic, semantic, procedural, and implicit memories.
This document discusses assumptions and considerations for psychological testing. It covers the following key points:
1. There is an assumption that psychological traits and states exist and can be measured. Traits are enduring ways people vary, while states are less enduring.
2. Tests aim to predict non-test behavior, but have strengths and weaknesses. Competent examiners understand a test's limitations and appropriateness.
3. Norms provide a reference for interpreting individual scores by comparing performance to a sample group. Good tests are reliable, valid, and have practical administration procedures that benefit society.
The document discusses various models of how knowledge is represented and organized in semantic memory. It describes semantic network models including feature comparison models, Collins and Quillian's network model of a hierarchical semantic structure, and spreading activation theory. It also discusses propositional models such as HAM and ACT-R that represent knowledge as propositions connected in a network.
B.F. Skinner was an American psychologist who pioneered the concept of operant conditioning. He received his bachelor's and master's degrees from Harvard University and his PhD in 1931. Skinner studied how behaviors are strengthened or weakened based on consequences. He found that behaviors followed by positive reinforcement increase in frequency, while behaviors followed by negative reinforcement or punishment decrease. Skinner's theory of operant conditioning explained human behavior as regulated by its consequences and contributed to the development of behaviorism.
The biological perspective views behavior and mental processes as ultimately resulting from biological influences, particularly evolutionary processes and genetic factors. Historically, philosophers and scientists have explored the relationship between the physical body and mental processes. In the 18th-19th centuries, thinkers like Descartes, James, and Dunlap contributed to understanding the biological underpinnings of psychology. The biological perspective examines behavior through comparative studies, physiology, and inheritance. Major theories like dualism, materialism, heredity, and natural selection helped develop this perspective. Biological psychology analyzes behaviors in relation to genetics, the nervous system, neurotransmitters, and other biological factors.
This document provides an overview of key concepts in psychological statistics. It defines statistics as procedures for organizing, summarizing, and interpreting information using facts and figures. It discusses populations and samples, variables and data, parameters and statistics, descriptive and inferential statistics, sampling error, and experimental and nonexperimental methods. It also covers scales of measurement, frequency distributions, measures of central tendency and variability, and the importance of measurement in research.
This document provides an overview of key concepts in sensation and perception. It begins by defining sensation as the process by which sensory receptors receive stimulation from the environment and transmit that information to the brain. Perception is defined as the process of selecting, organizing, and interpreting sensory information to recognize meaningful objects and events. The document then discusses several principles of perception, including that perception is an active constructive process, not a passive recording of external stimuli. It presents examples of perceptual illusions and organization to illustrate this. Subsequent sections discuss theories of perception, the distinction between active and passive touch, and Gibson's theory of affordances. The document emphasizes that perception involves an engagement with the world through action and exploration, not just internal representations in the
This document provides an overview of key topics in perception, including selective attention, perceptual illusions, perceptual organization, depth perception, motion perception, perceptual constancy, perceptual interpretation, sensory deprivation and restored vision, perceptual adaptation, perceptual set, and the role of human factors in perception. It discusses experimental findings and defines important concepts such as inattentional blindness, change blindness, grouping principles, monocular and binocular depth cues, shape and size constancy, and schemas. Examples of perceptual illusions and demonstrations of perceptual effects are also described.
Chapter 6: Perception
Selective Attention
At any moment we are conscious of a very limited amount of all that we are capable of experiencing. One example of this selective attention is the cocktail party effect—attending to only one voice among many. Another example is inattentional blindness, which refers to our blocking of a brief visual interruption when focusing on other sights.
Perceptual Illusions
Visual and auditory illusions were fascinating scientists even as psychology emerged. Explaining illusions required an understanding of how we transform sensations into meaningful perceptions, so the study of perception became one of psychology’s first concerns. Conflict between visual and other sensory information is usually resolved with the mind’s accepting the visual data, a tendency known as visual capture.
Perceptual Organization
From a top-down perspective, we see how we transform sensory information into meaningful perceptions when we are aided by knowledge and expectations.
The early Gestalt psychologists were impressed with the seemingly innate way we organize fragmentary sensory data into whole perceptions. Our minds structure the information that comes to us in several demonstrable ways:
Form Perception
To recognize an object, we must first perceive it (see it as a figure) as distinct from its surroundings (the ground). We must also organize the figure into a meaningful form. Several Gestalt principles—proximity, similarity, continuity, connectedness, and closure—describe this process.
Depth Perception
Research on the visual cliff revealed that many species perceive the world in three dimensions at, or very soon after, birth. We transform two-dimensional retinal images into three-dimensional perceptions by using binocular cues, such as retinal disparity, and monocular cues, such as the relative sizes of objects.
Motion Perception
Our brain computes motion as objects move across or toward the retina. Large objects appear to move more slowly than smaller objects. A quick succession of images, as in a motion picture or on a lighted sign, can also create an illusion of movement.
Perceptual Constancy
Having perceived an object as a coherent figure and having located it in space, how then do we recognize it—despite the varying images that it may cast on our retinas? Size, shape, and lightness constancies describe how objects appear to have unchanging characteristics regardless of their distance, shape, or motion. These constancies explain several of the well-known visual illusions. For example, familiarity with the size-distance relationships in a carpentered world of rectangular shapes makes people more susceptible to the Müller-Lyer illusion.
Perceptual Interpretation
The most direct tests of the nature-nurture issue come from experiments that modify human perceptions.
Sensory Deprivation and Restored Vision
For many species, infancy is a critical period during which experience must activate the brain’s innate visual mechanisms. If cataract removal restores eyesight to adults who were blind from birth, they remain unable to perceive the world normally. Generally, they can distinguish figure from ground and can perceive colors, but they are unable to recognize shapes and forms. In controlled experiments, animals have been reared with severely restricted visual input. When their visual exposure is returned to normal, they, too, suffer enduring visual handicaps.
Perceptual Adaptation
Human vision is remarkably adaptable. Given glasses that shift the world slightly to the left or right, or even turn it upside down, people manage to adapt their movements and, with practice, to move about with ease.
Perceptual Set
Clear evidence that perception is influenced by our experience—our learned assumptions and beliefs—as well as by sensory input comes from the many demonstrations of perceptual set and context effects. The schemas we have learned help us to interpret otherwise ambiguous stimu
This document discusses visual perception and illusions. It begins by explaining that visual perception involves both biological determinism and learned experiences. It then discusses several concepts related to visual perception, including the Panopticon, emotions communicated through visuals, and how perception involves both sensation and interpretation. The document goes on to explore various visual illusions and paradoxes, how the brain makes inferences to resolve ambiguities, and discusses concepts like attention, filtering, and Gestalt principles of form perception. It analyzes works by several artists and concludes by mentioning references for further information.
The social interactionalist theory Bruner presentationJess Roebuck
Jerome Bruner proposed three modes of cognitive representation that develop sequentially in children: enactive (action-based), iconic (image-based), and symbolic (language-based). He believed that as children mature, their thinking becomes more complex as they progress through these three modes. Bruner's research found that children begin to regularly use symbolic representation, such as language, around ages 6-7 to mentally manipulate and transform visual information. His theory was supported by experiments showing that shielding visual cues encouraged symbolic thinking abilities earlier than if images were visible. However, some like Noam Chomsky criticized the theory, arguing that language development depends more on innate abilities than environmental influences.
The document discusses various techniques for improving memory and memorization, including acronyms, sentences/acrostics, rhymes and songs, the method of loci, and chunking. It also discusses the concepts of eidetic and photographic memory, noting that while some extraordinary memory abilities have been documented, a true photographic memory may not exist and instead involve exceptional organization and recall skills.
This chapter discusses the history of theories about the nature of light. It describes how Christiaan Huygens and Isaac Newton debated whether light was a wave or particle. Experiments by Olaus Roemer in the late 1600s showed that light travels at a finite speed, settling the debate that light does not arrive instantaneously. The chapter also explains how refraction causes light to bend when passing from one medium to another, as described by Snell's law. Modern physics shows that light has properties of both particles and waves.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docxrobertad6
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu.
Chapter 7Thinking and IntelligenceFigure 7.1 Thinking .docxmccormicknadine86
Chapter 7
Thinking and Intelligence
Figure 7.1 Thinking is an important part of our human experience, and one that has captivated people for centuries.
Today, it is one area of psychological study. The 19th-century Girl with a Book by José Ferraz de Almeida Júnior, the
20th-century sculpture The Thinker by August Rodin, and Shi Ke’s 10th-century painting Huike Thinking all reflect the
fascination with the process of human thought. (credit “middle”: modification of work by Jason Rogers; credit “right”:
modification of work by Tang Zu-Ming)
Chapter Outline
7.1 What Is Cognition?
7.2 Language
7.3 Problem Solving
7.4 What Are Intelligence and Creativity?
7.5 Measures of Intelligence
7.6 The Source of Intelligence
Introduction
Why is it so difficult to break habits—like reaching for your ringing phone even when you shouldn’t, such
as when you’re driving? How does a person who has never seen or touched snow in real life develop an
understanding of the concept of snow? How do young children acquire the ability to learn language with
no formal instruction? Psychologists who study thinking explore questions like these.
Cognitive psychologists also study intelligence. What is intelligence, and how does it vary from person
to person? Are “street smarts” a kind of intelligence, and if so, how do they relate to other types of
intelligence? What does an IQ test really measure? These questions and more will be explored in this
chapter as you study thinking and intelligence.
In other chapters, we discussed the cognitive processes of perception, learning, and memory. In this
chapter, we will focus on high-level cognitive processes. As a part of this discussion, we will consider
thinking and briefly explore the development and use of language. We will also discuss problem solving
and creativity before ending with a discussion of how intelligence is measured and how our biology
and environments interact to affect intelligence. After finishing this chapter, you will have a greater
appreciation of the higher-level cognitive processes that contribute to our distinctiveness as a species.
Chapter 7 | Thinking and Intelligence 217
7.1 What Is Cognition?
Learning Objectives
By the end of this section, you will be able to:
• Describe cognition
• Distinguish concepts and prototypes
• Explain the difference between natural and artificial concepts
Imagine all of your thoughts as if they were physical entities, swirling rapidly inside your mind. How is it
possible that the brain is able to move from one thought to the next in an organized, orderly fashion? The
brain is endlessly perceiving, processing, planning, organizing, and remembering—it is always active. Yet,
you don’t notice most of your brain’s activity as you move throughout your daily routine. This is only one
facet of the complex processes involved in cognition. Simply put, cognition is thinking, and it encompasses
the processes associated with perception, knowledge, problem solving, judgment, langu ...
This document discusses concepts related to thinking and language from Chapter 10 of Psychology (8th Edition) by David Myers. It covers several topics:
1. Thinking processes like concepts, problem solving, decision making, and belief bias.
2. Language structures and development.
3. How language influences thinking and thinking in images.
4. Animal thinking and language abilities in primates.
It also summarizes cognitive processes involved in thinking like concepts, categories, problem solving algorithms and heuristics, and obstacles to problem solving like fixation, confirmation bias, and functional fixedness.
The document discusses perception and visual thinking. It begins by noting that vision is a complex process that we often take for granted. Both artists and scientists have studied optical illusions to better understand visual perception. When our visual system makes a mistake in interpreting images, illusions occur. The document then provides examples of different types of optical illusions, including camouflage, figure ambiguity, distortions, size consistency, after images, impossible objects, and figure/ground illusions. It notes that illusions provide a window into the process of visual perception. The document emphasizes that the eye is not like a camera and that much of what we perceive comes from our own minds as well as external stimuli. It then discusses visual thinking as a
This document provides an introduction to the psychology of seeing and perception. It discusses how the eye and brain work together to transform retinal images into perceptions of three-dimensional objects in the world. While the eye functions somewhat like a camera, the brain's role in perception goes far beyond merely processing images. The brain actively organizes sensory data to perceive objects, even when stimuli are ambiguous. It draws on past experiences and knowledge to interpret patterns of light. Understanding these perceptual processes can explain visual illusions and how the same retinal image can result in different perceptions of objects and their positions in space.
Perception is the process by which we become aware of objects, events, and people around us through our senses. Our perceptions are influenced by physical, environmental, internal, and learned elements. We actively select certain stimuli to focus on based on various factors and then organize this information using cognitive schemas like prototypes, personal constructs, stereotypes, and scripts. Finally, we interpret the meaning of what we perceive by making attributions about its locus, stability, specificity, and our responsibility. However, our perceptions do not necessarily reflect an ultimate reality and are subject to errors and biases.
The document discusses sensation and perception, explaining that sensation is the detection of physical stimuli from the environment which is converted into neural signals, while perception involves selecting, organizing, and interpreting sensations. It covers topics like perceptual interpretation, information processing in the visual cortex, visual perception principles like figure-ground and Gestalt principles, and how perception involves both bottom-up sensory processing and top-down cognitive processes.
This presentation includes a brief introduction to theory, strategies, and examples of visualization and visual
pedagogies that promote collaborative learning, followed by conversation and activities designed to illustrate the
meaning-making; deeper levels of learning; and dynamic interaction elicited within visual approaches to the curriculum.
Presented at the Sloan-C 14th Annual International Conference on Online Learning
November 7th, 2008
The document discusses flashbulb memories, which are vivid and detailed memories of significant events. Flashbulb memories can last a lifetime and include details about where one was and how they felt upon learning significant news. Both positive and negative events can form flashbulb memories. A study discussed found that people were equally able to recall the deaths of both Michael Jackson and Osama Bin Laden in detail, showing that neither positive nor negative flashbulb memories are more prevalent. The formation and accuracy of flashbulb memories over time is debated, as elements may fade or become distorted with the passage of years.
DISORDERS OF THINKING
The process of thinking was divided by Fish (1967) into
the following three types:
undirected fantasy thinking (which, in the past, has also
been termed autistic or dereistic thinking)
imaginative thinking, which does not go beyond the
rational and possible
conceptual thinking, which attempts to solve a problem.
FANTASY THINKING
Fantasy has an important function in the way we all carry
out our everyday activities, for instance we model our
speech and behaviour in imagination before an important
encounter or event, and afterwards we rehearse our
performance in fantasy to evaluate it and assess whether
we could have done better.
Shy, reserved people, not suffering from mental illness, may
use dereistic thinking to compensate for the disappointments
of life.
Bleuler (1911) saw this isolation from the real world into
autistic thinking as characteristic of schizophrenia: which was
partly the result of formal thought disorder.
Various types of experience come into the category of acting
out fantasy, such as pathological lying (pseudologia
fantastica), hysterical conversion and dissociation (somatic and
psychological dissociative symptoms) and the delusion-like
ideas occurring in affective psychoses.
These types can be understood as arising from the patient’s
affective and social setting.
Fantasy thinking may also reveal itself in the denial of external
events.
The slip of the tongue, or the ‘forgetting’ of the emotionally
laden word is not accidental; it is a form of self-deception.
The obvious, significant, but unpleasant, object of perception
may be ‘overlooked’, and this often reveals fantasy denial.
Fantasy thinking denies unpleasant reality, even though the
fantasy itself may also be unpleasant.
This rearranging or transformation of reality is shown by
neurotic patients habitually and all people occasionally.
IMAGINATIVE THINKING
There are at least 3 components of imagination-
Mental imagery refers to the ability to create image-based on
mental representations of the world.
Counterfactual thinking refers to the capacity to disengage
from reality in order to think of events and experiences that
have not occurred and may never occur.
Symbolic representation is the use of concepts or images to
represent real world objects or entities (Roth, 2004).
A facet of this type of thinking that comes from a
psychoanalytic theoretical stance is the concept of maternal
reverie (Bion, 1962).
The mother, while in the situation, both physical and mental,
of ‘holding the baby’ (Winnicott, 1957), has a capacity for
reverie or daydreaming on the baby’s behalf; this usually
concerns the future happiness and achievements of the baby.
RATIONAL OR CONCEPTUAL THINKING
Problem solving and reasoning are two key aspects of rational
thinking.
Problem solving is defined as the set of cognitive processes
that we apply to reach a goal when we must overcome
obstacles to reach that goal.
Reasoning is the cognitive process that we use
This document discusses the Sensual and Perceptual Theories of visual communication. It covers the Gestalt theory of visual perception, which emerged from observations of how the brain organizes visual sensations. The Gestalt theory proposes that the whole is different than the sum of its parts, and that the brain organizes sensations according to principles of similarity, proximity, continuation, and common fate. The document also discusses how Gestalt principles can be used to understand figure/ground patterns and how visual elements are grouped in an image.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. this chapter discusses how we represent
knowledge in our minds—in words as well as
in images.
◦ mental representation- something that stands of
what you know about a certain thing.
◦ knowledge representation- the form for what you
know in your mind about things, ideas, events, and
so on, in the outside world.
Jeanne Almerino 2
3. Knowledge structures:
◦ Declarative knowledge- stated facts such as the
name of the person you hate, the date you got
dumped, or the way an ogre looks.
◦ Procedural knowledge- “procedure” memory of
processes, or how the action is done.
Jeanne Almerino 3
4. Knowledge can be represented in different
ways in your mind: as pictures, words, or
abstract proponents. (External
Representations)
“Some ideas are better and more easily
represented in pictures, whereas others are
better represented in words.”
Jeanne Almerino 4
5. For example, are the following questions
better represented by pictures or words?
◦ What is the shape of an EGG?
◦ When is HONESTY applied?
◦ What is love?
◦ What is cognitive psychology?
◦ What is UGLY?
◦ concrete objects seem easier to represent in
pictures and abstract concepts in words.
Jeanne Almerino 5
6. symbolic representation- the relationship
between the word and what it represents is
arbitrary.
◦ Ex. Fart in English (gaseous, smelly substance) and Fart
in Danish (speed)*.
◦ Ex. The word Cat- may mean the animal cat
But when letter “C” is taken, it becomes “at” and no longer
represents an animal.
That is why systems or rules are required in forming symbolic
representations...
Source: *http://inktank.fi/10-english-words-mean-something-else-
languages/
Jeanne Almerino 6
7. Jeanne Almerino 7
To summarize, pictures capture concrete
and spatial information in manner similar
to what they represent.
Words capture abstract and categorical
information in a manner that is symbolic
of whatever the words represent.
Representations in words usually convey
information sequentially. Since they are
arbitrary, careful sequence formation is
required.
Example:
Look at the cat above and describe it. Your description may represent
spatial or concrete information, i.e., the cat is sitting, the cat is black,
the cat is ugly...etc. (PICTURE)
The dictionary defines cat as “a carnivorous mammal (Felis catus) long
domesticated as a pet and for catching rats and mice” (WORDS)
8. Imagery is the mental representation of
things that are not currently seen or sensed
by the sense organs.
Recall your freshmen year in college. What was it like?
-You recall the blazing sun, the color of grass. But you
can’t feel nor smell it.
Mental imagery even can represent things
that you have never experienced.
Imagine you are a dragon.
Jeanne Almerino 8
9. Imagery is not only subject to visuals but may
involve mental representations in any of the
sensory modalities, such as hearing, smell, or
taste.
Imagine the sound of thunder. Imagine the smell of
poop. Imagine the taste of cucumber.
however, most research on imagery in
cognitive psychology has focused on visual
imagery. Most of us are more conscious of
visual imagery than of other forms of
imagery.
Jeanne Almerino 9
10. In Sternberg’s book, he cited Kosslyn & Rabin,
(1999) and Kosslyn, Thompson & Ganis, (2006) and said
that we use visual images to solve problems
and to answer questions involving objects.
What is the colour of the rainbow? How do you arrive at
Ayala? How many beads are there in the rosary?
Didn’t you just visualize the objects in
question? In doing so, you had mentally
represented the images.
Jeanne Almerino 10
11. There are many applications of imagery in
various fields. One is guided-imagery
technique that helps control phobia, stress,
and actually feeling better!
Architects, engineers also use imagery in
successfully making buildings.
Jeanne Almerino 11
12. The dual-code theory, states that we use
both pictorial and verbal codes for
representing information (Paivio, 1969, 1971) in
our minds. These two codes organize
information into knowledge that can be
performed, stored, and later retrieved for
later use.
Jeanne Almerino 12
13. Mental images are analog codes. Analog
codes resemble the objects they are
representing.
In contrast, our mental representations for
words chiefly are represented in a symbolic
code. A symbolic code is a form of knowledge
representation that has been chosen
arbitrarily to stand for something that does
not perceptually resemble what is being
represented.
Jeanne Almerino 13
14. Paivio, consistent with his dual-code theory,
noted that verbal information seems to be
processed differently than pictorial
information.
Jeanne Almerino 14
15. Paivio also postulates two different types of
representational units:
◦ "imagens" for mental images
◦ "logogens" for verbal entities
which he describes as being similar to "chunks" as
described by Miller.
Logogens are organized in terms of
associations and hierarchies while imagens
are organized in terms of part-whole
relationships.
Jeanne Almerino 15
16. Dual Coding theory identified three types of
processing:
◦ (1) representational- the direct activation of verbal
or non-verbal representations
◦ (2) referential- the activation of the verbal system
by the nonverbal system or vice-versa
◦ (3) associative processing- the activation of
representations within the same verbal or nonverbal
system. A given task may require any or all of the
three kinds of processing.
Jeanne Almerino 16
17. Propositional story:
◦ Do not store in form of images
◦ Instead have a "generic" code that is called
"propositional“
◦ Stores the meaning of the concept
◦ Create a verbal or visual code by transforming the
propositional code
You know who I'm talking about, the tall, redheaded
guy, the one with the burn scar on his left arm. Do you
know who I mean?
Why do convenience stores have 4, 5, 6 on their doors?
Jeanne Almerino 17
19. Participants were shown simple figures with
one of two verbal labelsCarmichael, Hogan, &
Walters (1932) Results
◦ Later participants were asked to draw items seen
◦ Participants distorted the images to fit the labels
◦ Interpreted as the images may be stored as
propositional
◦ information
Jeanne Almerino 19
21. Propositional Limits (in ambiguous figures)
◦ a) Two manipulations for mental reinterpretation of
ambiguous figures
i) Mental Realignment--duck's bill or rabbit's ears
(duck's back is rabbit's front)
ii Mental Reconstrual--duck's bill equals rabbit's ears
◦ b) Hints for reinterpreting ambiguous figures
i) Implicit reference-frame hint--show similar images,
no instructions
ii) Explicit reference-frame hint--give direct verbal
hints
iii) Attentional hint--look at a part of the image, what
does it look like?
iv) Construals from "good" parts--look at the "good"
parts of image
Jeanne Almerino 21
24. Mental Rotations
◦ Study conducted by Shepard & Metzler (1971) where
subjects had to decide whether displays had two
similar shapes. Some pairs were similar, but rotated
to various degrees
Jeanne Almerino 24
25. Kosslyn (1975)
Examine how participants scan and use images
◦ Some participants imagine an elephant next to a rabbit
◦ Others imagine a rabbit next to a fly
◦ Then answer questions about the rabbit
Does the rabbit have whiskers?
Does the rabbit have ears?
Does the rabbit have a beak?
◦ Reaction time to answer is measured
◦ Judgments faster for rabbits next to smaller creatures
(larger visual image)
Jeanne Almerino 25
26. Kosslyn (1983)
Memorize map
Later ask to scan image
Manipulate distance between items in scan
◦ Hut to grasses
◦ Lake to Hut
Measure reaction time
Jeanne Almerino 26
27. Results
◦ Linear relationship between the distance to scan and
actual reaction time of participants
◦ Further support for functional-equivalence hypothesis
Mental images are internal representations that
operate in a way that is analogous to the
functioning of the perception of physical objects
The key idea underlying image scanning research
is that images can be scanned in much the same
way as physical percepts can be scanned.
Jeanne Almerino 27
28. In representational neglect, a person asked to
imagine a scene and then describe it ignores
half of the imagined scene.
In scenes, representational neglect is present
only when a vantage point is given
It is likely that there exists complete
knowledge of the scene, but that knowledge
sometimes is not accessible when the patient
generates a mental image.
Jeanne Almerino 28
29. Johnson-Lairds' Mental Models--(1983)
Proposed there are three types of mental
representations
◦ Propositional representations which are pieces of
information resembling natural language
◦ Mental models which are structural analogies of the
world
◦ Mental imagery which are perceptual models from a
particular point of view
Jeanne Almerino 29
30. Characteristics of a Mental Model
◦ A representation of a described situation rather than a
representation of a text itself or the propositions
conveyed by a text
◦ The structure corresponds to the functional relations
among entities as they would exist in the world
◦ A simulation of events in the world, either real or
imaginary
Kerr (1983) studied participants who were blind
◦ Created a tactile Kosslyn Map study equivalent
◦ Participants had to study the island given a physical map
to touch
◦ Asked the same scanning questions
◦ Found the same pattern of results; longer distances,
longer reaction times
Jeanne Almerino 30
31. Other modalities
◦ Think about non-visual imagery
sound images
smell images
touch images
Spatial images
◦ Think about waking up in a strange bed.
Which way are you pointed?
Jeanne Almerino 31
32. Cognitive Maps--Tolman and Honzik (1930)
Tolman &endash; Rats
von Frisch &endash; Bees
Thorndyke &endash; Humans
Creating Cognitive Maps
◦ Gain increased spatial knowledge
◦ Using three types of knowledge
Landmark (special buildings)
Route-road (procedures to get to one place from
another)
Survey (global map-like view)
Jeanne Almerino 32
33. Heuristics Affecting Cognitive Maps
◦ Density Heuristic
More landmarks between two points, the greater the
distance we estimate
◦ Right angle bias
Streets are drawn at 90-degree angles (even when they
are not)
◦ Symmetry heuristic
Irregular geographic boundaries are made regular
(e.g., Americans straighten out the Canadian border)
Jeanne Almerino 33
34. ◦ Rotation heuristic
Tend to 'regularize' tilted landmarks in maps to
appropriate E-W or N-S axis
◦ Alignment heuristic
Students view two maps of the Americas
One a correct map, and a second map which was
altered (South America was moved westward with
respect to North America)
A majority of students thought the altered map was
the correct one
Jeanne Almerino 34
Cover half the picture of a cat, it is still recognizable as a cat, but cover parts of the description of Meriam there, what if the only words seen is “carnivorous mammal”? Then it does not only apply to a cat but also to other carnivorous mammal like the dinosaurs, dogs, etc.
*sorry for the picture, needed for the chapter
When students kept a diary of their mental images, the students reported many more visual images than auditory, smell, touch, or taste images (Kosslyn et al., 1990)
Please note: Not everyone is equally skilled in creating and manipulating mental images, however. Research in applied settings and in the laboratory indicates that some of us are better able to create mental images than are others (Reisberg et al., 1986; Schienle et al., 2008).
Such applications include using guided-imagery techniques for controlling pain and for strengthening immune responses and otherwise promoting health. With such techniques, you could imagine being at a beautiful beach and feeling very comfortable, letting your pain fade into the background. Or you could imagine the cells of your immune system successfully destroying all the bad bacteria in your body.
Design engineers, biochemists, physicists, and many other scientists and technologists use imagery to think about various structures and processes and to solve problems in their chosen fields.
TO ANALOG CODES: For example, trees and rivers might be represented by analog codes. Just as the movements of the hands on an analog clock are analogous to the passage of time, the mental images we form in our minds are analogous to the physical stimuli we observe.
A symbol may be anything that is arbitrarily designated to stand for something other than itself. For example, we recognize that the numeral “9” is a symbol for the concept of “nineness.” It represents a quantity of nine of something. But nothing about the symbol in any way would suggest its meaning. We arbitrarily have designated this symbol to represent the concept. But “9” has meaning only because we use it to represent a deeper concept. Concepts like justice and peace are best represented symbolically.
For example, in one study, participants were shown both a rapid sequence of pictures and a sequence of words (Paivio, 1969). They then were asked to recall the words or the pictures in one of two ways. One way was at random, so that they recalled as many items as possible, regardless of the order in which the items were presented. The other way was in the correct sequence.
Similarly, a response involving verbal expression can interfere with a task involving mental manipulations of a verbal statement. These findings suggest the use of two distinct codes for mental representation of knowledge. The two codes are an imaginal (analogical) code and a verbal (symbolic) code.
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*In this table, propositions are expressed in a shorthand form (known as “predicate calculus”) commonly used to express underlying meaning. This shorthand is intended only to give some idea of how the underlying meaning of knowledge might be represented. It is not believed that this form is literally the form in which meaning is represented in the mind. In general, the shorthand form for representing propositions is this: [Relationship between elements] ([subject element], [object element]).
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Much earlier work suggested that semantic (verbal) information (e.g., labels for figures) tends to distort recall of visual images in the direction of the meaning of the images (Carmichael, Hogan, & Walter, 1932). For example, for each of the figures in the center column of Figure 7.7, observe the alternative interpretations for the figures recalled. Recall differs based on the differing labels given for the figures.
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Functionally equivalent things are strongly analogous to each other—they can accomplish the same goals. The functionally-equivalent images are thus analogous to the physical percepts they represent. This view essentially suggests that we use images rather than propositions in knowledge representation for concrete objects that can be pictured in the mind.
We respond more quickly to questions about large objects we observe than to questions about small ones we observe. Now, if we assume that perception and mental representations are functionally equivalent, then participants should respond more quickly to questions about features of large imagined objects than to questions about features of small ones. What happens when we zoom in closer to objects to perceive details? Sooner or later, we reach a point at which we can no longer see the entire object. To see the whole object once more, we must zoom out.
**INVESTIGATING COGNITIVE PSYCHOLOGY
Image Scaling
>>Find a large bookcase (floor to ceiling, if possible; if not, observe the contents of a large refrigerator with an open door). Stand as close to the bookcase as you can while still keeping all of it in view. Now, read the smallest writing on the smallest book in the bookcase. Without changing your gaze, can you still see all of the bookcase? Can you read the title of the book farthest from the book on which you are focusing your perception? Depending on what you want to see (a detail like a book title or the whole shelf), you may have to zoom in and out of what you see. When you look at a small detail, it will be hard to perceive the whole shelf, and vice versa. The same is true for mental images.
In one of Kosslyn’s experiments, participants were shown a map of an imaginary island, which you can see in Figure 7.11 (Kosslyn, Ball, & Reiser, 1978). The map shows various objects on the island, such as a hut, a tree, and a lake. Participants studied the map until they could reproduce it accurately from memory. Once the memorization phase of the experiment was completed, the critical phase began: • Participants were instructed that, on hearing the name of an object read to them, they should imagine the map and mentally scan to the mentioned object. • As soon as they arrived at the location of that object, they should press a key. • An experimenter then read to the participants the names of objects. • The participants had to scan to the proper location and press the button once they had found it. This procedure was repeated a number of times. In each case, the participants mentally moved between various pairs of objects on successive trials. For each trial, the experimenter kept track of the participants’ response times, indicating the amount of time it took them to scan from one object to another.
Kosslyn found that there was an almost perfect linear relation between the distances separating pairs of objects in the mental map and the amount of time it took participants to press the button. The further away from each other the objects were, the longer it took participants to scan from one object to the other. Participants seem to have encoded the map in the form of an image. They actually scanned that image as needed for a response, just as they would have scanned a real map.
For example, if a person with representational neglect were asked to describe his or her kitchen, he or she would do so accurately. However, if the same person were asked to describe the kitchen from the refrigerator, then he or she would demonstrate neglect